absence from work. a study of teacher absenteeism in selected public primary schools in uyo, nigeria

8/12/2019 Absence From Work. a Study of Teacher Absenteeism in Selected Public Primary Schools in Uyo, Nigeria.

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www.ccsenet.org/ijbm International Journal of Business and Management Vol. 5, No. 9; September 2010

ISSN 1833-3850 E-ISSN 1833-8119116

(Weiss, 2002). Job satisfaction could simply be taken to mean an employees contentment with his/her job.

Though the contention is that a satisfied worker is more productive than a dissatisfied one, but empirical

evidence has only demonstrated a weak negative relationship between job satisfaction and absenteeism (Hackett,

1989). As such, there is no consistent correlation between productivity and job satisfaction. Research show,

however, that job satisfaction correlates negatively with increased absenteeism rate, labour turn over and poor

morale (Luthans, 2001).

The second proposition is that the perception of meaningfulness of work is a determinant of absenteeism.

Meaningfulness of work here refers to the degree ones job conveys a sense of value and worthiness. The degree

to which people feel their jobs are important tends to affect the rate of absenteeism. For example, an

investigation of selected government employees in the United States (US) found that those who believed their

work was important had lower absenteeism than did those who did not feel this way (Clegg, 1983).

The third and last proposition is that there is a link between absenteeism and stress. Stress may be defined,

according to Odgers and Keeling (2000), as any external stimulus that produces wear and tear on persons

psychological or physical well being. In a study undertaken by Ulleberg and Runndmo (1997), job stress was

found to be associated with job dissatisfaction, absenteeism, as well as experience of strain. Odgers and Keeling

(2000) further affirmed that work is the leading cause of stress, and that job related stress can result in employee

illness, turnover, job dissatisfaction, reduced productivity, and other work place problems. Charmaine Griffiths,

spokesperson for the British Health Foundation, was reported to have declared that a degree of challenge isnecessary for us to feel motivated and enthusiastic, but too much stress can cause ill health (Guardian Thursday,

September 29, 2005).

2. Methodology

The study is a survey. The research covered all the 47 public primary schools in Uyo, the capital city of Akwa

Ibom State (one of Nigerias 36 states). The work is mainly concerned with teacher absenteeism in primary

schools- primary education in Nigeria refers to the foundation level of the educational system which runs for six

years. All the 1 067 teachers, comprising 153 (14.34%) males and 914 (85.66%) females, in the 47 public

primary schools in Uyo constituted the population of study (see table 1). The cluster sampling technique was

used to select the study sample. Each of the 47 public primary schools in Uyo metropolis were designated a

cluster unit. Ten schools were randomly selected from the sampling frame- a list of the 47 schools. The schools

so randomly selected are listed in Table 2 (see table 2 for details). All the 356 teachers comprising 39 (10.96%)

males and 317 (89.04%) females in the 10 schools selected were automatically included in the sample. Tofacilitate primary data collection two research assistants were employed and trained in the modalities for the

administration of the survey questionnaire constructed for the study. Within two weeks, the survey questionnaire

were distributed and collected with a return rate of 56.18% representing 200 respondents comprising of 23

(11.50%) males and 177 (88.50%) females.

For the purpose of data analysis, data were presented in simple table constructs and the frequency counts/simple

percentages methods used to analyze the data. To make the research findings more scientific, the chi-square test

was used to test the validity of the propositions formulated to guide the study. The chi-square is applied basically

to test whether or not, a relationship exists between the dependent and independent variables. Where a

relationship is established, the Yules Q test was employed to test the strength and direction of such a

relationship or association.

The survey questionnaire, among other things, inquired into the following issues:

a. To ascertain the extent of absenteeism, respondents were asked to report on their regularity orattendance at work within the last (most recent) six month period.

b. To determine the level of job satisfaction, the survey participants were asked to rate their satisfactionwith their jobs.

c. To ascertain perception of meaningfulness of work, the respondents were asked to rate themeaningfulness of their work in terms of the sense of importance, value and worthiness it conveys.

d. To determine the level of job stress, the survey participants were asked to rate how stressful theyconsider their jobs to be.

3. Results

Table 3 showed that 26 respondents (13%) were very regular at work, 54 respondents (27%) were somewhat

regular. Both response categories accounting for 40% of the sample were classified as having low level of


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Published by Canadian Center of Science and Education 117

absenteeism. On the other hand, 112 respondents (56%) were not too regular at work while 8 respondents (4%)

were not at all regular. Both response categories making up 60% of the sample were taken as indicating high

level of absenteeism.

Table 4 revealed that 10 respondents (5%) were very satisfied with their jobs while 32 respondents (16%) were

somewhat satisfied with their jobs. Both response categories representing 21% of the sample were taken as high

job satisfaction. One hundred and ten respondents (55%) were not too satisfied with their jobs, whereas 48

respondents (24%) were not at all satisfied with their jobs. Both response categories accounting for 79% of the

respondents were taken as indicating low job satisfaction.

Table 5 showed that 34 respondents (17%) indicated that their work was very meaningful while 25 respondents

(12.50%) stated that their work was somewhat meaningful. These two response categories constituting 29.50%

of the sample were classified as indicating high job value or worth. However, 95 respondents (47.50%) and 46

respondents (23%) respectively indicated that their work was not too meaningful and not at all meaningful.

Both response categories representing 70.50% of the sample were taken as depicting low job value or worth.

Table 6 revealed that 49 respondents (24.50%) perceived their jobs as very stressful, 100 respondents (50%)

perceived it as somewhat stressful, and 31 respondents (15.50%) perceived their jobs as not too stressful, while

20 respondents (10%) perceived it as not at all stressful. The first two response categories accounting for 74.50%

of the sample were classified as indicating high job stress while the last two response categories making up

25.50% of the respondents were taken as denoting low job stress.

Table 7 presents data for testing the first proposition which states that: absenteeism is dependent on job

satisfaction. This proposition was reformulated into a null hypothesis thus: there is no relationship between

absenteeism and job satisfaction.

Test statistics are as follows:

Df = 1

Calculated x2 = 29.1

Critical x2 = 10.83

Alpha = .001

Yules Q = 0.76

Research Decision:The value of calculated x

2

which is 29.1 is greater than the critical x

2

of 10.83 at 99.9%errors. This means that a relationship exist between absenteeism and job satisfaction. The value of Yules Q

which is 0.76 denotes a strong positive relationship between absenteeism and job satisfaction. Therefore the null

hypothesis that there is no relationship between absenteeism and job satisfaction is rejected.

Table 8 presents data for testing the second proposition which states that: The perception of meaningfulness of

work is a determinant of absenteeism. This proposition was reformulated into a null hypothesis thus: There is no

relationship between absenteeism and the perception of meaningfulness of work.

Test statistics are as follows:-

Df = 1


Critical x2 = 6.64

Alpha = .001

Yules Q = 0.47

Research Decision: the value of calculated x2which is 10.18 is greater than the critical x2of 6.64 at 99.9%

errors. This indicates that a relationship exists between absenteeism and the perception of meaningfulness of

work: The null hypothesis that there is no relationship between absenteeism and the perception of

meaningfulness of work is therefore rejected. The value of Yules Q which is 0.47 signifies a moderate positive

relationship between absenteeism and the perception of meaningfulness of work.

Table 9 presents data for testing the third proposition which states that: There is a relationship between

absenteeism and stress. This proposition was restated in the form of a null hypothesis thus: There is no

relationship between absenteeism and stress.

Test statistics are as follows:


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ISSN 1833-3850 E-ISSN 1833-8119118

Df = 1


Critical x2 = 10.83

Alpha = .001

Yules Q = 0.52

Research Decision:The value of calculated x2of 12.32 is greater than the value of critical x2of 10.83 at 99.9%

errors. This implies that a relationship exists between absenteeism and stress. As such, the null hypothesis that

there is no relationship between absenteeism and stress is rejected. The value of Yules Q which is 0.52 denotes

a medium negative relationship between absenteeism and stress.

4. Discussions

The study established that a relationship exist between absenteeism and job satisfaction. The value of Yules Q

which is 0.76 indicates a strong positive relationship between absenteeism and job satisfaction. Also, 79% of the

respondents stated that they were dissatisfied with their jobs.

The point to note is that while high level of job satisfaction may not necessarily result in low rate of absenteeism,

low level of job satisfaction is more likely to increase the level of absenteeism. According to Sagie (1998)

workers who are strongly committed to the organization or highly satisfied with their jobs show up at work

more than those with weak commitment and low satisfaction. High level of absenteeism is indicative of

employee discontent. Rhodes and steers (1990) maintained that when work is satisfying, people will show up to

enjoy it. Job satisfaction engenders positive attitudes towards the organization; and positive attitude can at times

serve to pull the individual towards the organization and the reverse can be expected when attitudes are more

negative (George and Jones, 2002).

Teachers in Nigeria lack sufficient motivation and reward for their service culminating in low morale. A study

(Omokhodion, 2008) revealed that teachers in Nigeria have deep rooted dissatisfaction with their jobs, which

manifests in their not wanting their children to become teachers, in the future. Lack of job satisfaction among

teachers (especially primary school teachers) in Nigeria is due principally to their poor conditions of service and

low career prospects. The survey report by National Steering Group (NSG) showed that teachers remuneration

and material incentives are generally lower than those of other employees with similar qualifications in the

public and private sectors (NSG, 2005).

Results of the study also indicated that there is a relationship between absenteeism and the perception of

meaningfulness of work. The Yules Q value of 0.47 denotes a moderate positive relationship. One hundred and

forty one respondents (70.50% of sample) perceived their teaching jobs to be of low value or worth.

Occupational status gives a good indication of the meaningfulness or importance/value of ones work. Compared

to other professional occupations, low salaries and poor conditions of service seem to create a poor image of

teachers. Teachers in Nigeria, particularly at the primary school level, are generally looked down upon in the

society. They are denied the high level of respect and prestige accorded mainstream professionals like

Accountants, Medical Doctors, Engineers and Lawyers. In the words of Awanbor (1998) the teacher who

yesterday was resplendent with honour, brightness, splendour and grace has today been pulled down to grass

bereft of nearly everything, except his skin, and pauperized. His profession has been denigrated In the same

vein, Bennell and Akyeampong (2007) noted: Traditionally, the strong intrinsic motivation of teachers has been

closely associated with the high status of teachers in society it is now widely argued that the status of teachers,especially in sub-Saharan Africa, has declined appreciably during recent decades.

The low status of the teaching profession in Nigeria partly explains why it is increasingly being deserted by men,

and is considered fit only for women who are themselves seen as the weaker or inferior sex in the society.

Nationally, women dominate the teaching profession at the primary and secondary school levels. For example,

the staff disposition for 2008/2009 for the 47 public primary schools in Uyo (see Table 1) showed that there are

153 male teachers (14.34%) to 914 female teachers (85.66%) making a total of 1 067 teachers.

Moreover, the research further established that a relationship exist between absenteeism and stress. The Yules Q

value of -0.52 signifies a medium negative relationship between absenteeism and stress. Though the direction of

the relationship between absenteeism and stress is negative, the fact remains that stress is a contributory factor to

teacher absences. Majority of the respondents (74.50%) considered their jobs to be stressful. Stress in the work

place is a serious issue as it negatively affects employee health and resultantly causes a decrease in productivity.

Job stress, according to Copper (2002), can hinder effectiveness at work and lead to low performance, job


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dissatisfaction, poor motivation, absenteeism and turnover.

Regin and Reitzammer (2008) opined that, teachers regardless of what level they teach are exposed to high

levels of stress. Olaitan et al (2010) have shown in their study that the teachers major sources of stress were

colleagues, curriculum, marking or grading, parents, pupils, school authorities, society, supervision / teaching,

school environment and wages or income.

Teachers appear to be taking time off work because they are sick and tired of their jobs and are only staying ondue to lack of better alternative jobs. On absenteeism, the survey conducted by NSG (2005) revealed that the

major reason for teacher absenteeism in Nigeria was ill-health. The working life of the Nigerian primary school

teacher could be quite stressful. They work under unpleasant conditions: school infrastructures are dilapidated,

deplorable and deliricit, facilities are unsatisfactory, materials and equipments are either unavailable or

inadequate, and in most cases the classrooms are overcrowded. For instance, there were 1 067 teachers to 46 164

pupils in the ten schools surveyed giving a ratio of 1:44 (rounded to the next whole number) (see Table 1). All

these coupled with other difficult situations associated with day to day living in Nigeria such as economic

hardship, general insecurity, transport and housing problems, and frequent power outages makes life (including

work life) extremely stressful for teachers.

5. Strategies for Reducing Absenteeism

To increase teachers attendance in Nigerian public primary schools, the following strategies are suggested.

5.1 Application of extant rules and regulations

To check or stem the high rate of absenteeism among teachers, there should be stringent procedural measures to

raise the absenteeism barrier and make it less simple to report oneself sick or obtain permission to stay away

from work. In this regard, an obligation or requirement to produce a medical certificate from a government

hospital after one day of absence should be imposed.

5.2Cultivating a Culture which does not tolerate excessive absencesIn this respect, attendance records should be religiously maintained for the purpose of teacher attendance

tracking. The attendance record should be reviewed with each teacher every school term or more frequently with

those developing absence trends with a view to arresting the undesirable tendency.

5.3Deliberately improving the economic and social status of teachersTeachers salaries and other material rewards should reflect the value to society of the teaching function; andshould compare favourably with salaries paid in other professional occupations requiring similar or equivalent

qualifications. Therefore, teachers salaries and other material incentives should be reviewed upwards

significantly to keep it at par with what is obtainable in comparable professions.

5.4Provision of conducive working environmentTeachers need a better working atmosphere in the classroom. Primary schools should be rehabilitated and

repositioned in order to make them conducive for effective teaching and learning. Adequate infrastructure,

facilities and equipments need to be provided in schools if we expect the attendance of teachers to improve.

Moreover, the teacher-pupil ratio should be reduced to a maximum of 1:30 to prevent over-crowdiness in

classrooms and subsequently, stress on teachers.

5.5Rewarding attendance

Recognizing and rewarding attendance will send a clear and strong message to the teaching staff that attendanceis important and noticed. Teachers with good attendance record should be rewarded in some way such as through

commendation letters or even awards.

5.6 Teachers empowerment

Teachers should empowered by the adoption of the participatory approach to school administration and

management. In this regard, school policies and programmes should be reviewed to identify how teachers can

participate in decisions about their jobs.

5.7 Empowering Head Teachers and School Based Management Committees (SBMC)

Head teachers as well as school based management committees should be empowered in terms of being allowed

more control with regard to the discipline of their erring teaching staff as this will improve accountability and

possibly reduce teacher absenteeism. In fact, teachers must be made aware that they risk termination of

appointment for excessive or habitual absenteeism.


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5.8Developing wellness programmeHealthy teachers are less likely to fall ill or report sick, and workplace wellness programmes can encourage good

health. Preventive work- oriented health measures such as regular medical screening, fitness assessment,

exercise and nutrition prescriptions are associated with better employee health. Wellness programmes can also

incorporate measures to reduce stress; as any measure put in place to reduce stress will in turn invariably reduce

teacher absenteeism.

5.9 Increased professionalization of teaching

The trend towards the professionalization of teaching in Nigeria should be accelerated. To this end, the National

policy to make the Nigeria Certificate of Education (NCE) the minimum teaching qualification should be

vigorously pursued and enforced until one hundred percent compliance is achieved. Professionalization of

teaching will not only enhance the esteem of professionally qualified teachers but also make them more

accountable, as they now have to also abide by the ethics of their profession. It is therefore imperative for

professional teachers to be recognized as professionals in their field of work and accorded the recognition and

prestige enjoyed by other mainstream professionals in the Nigerian society.

6. Conclusion

The principal conclusion to draw from this study is that absenteeism is significantly related to job satisfaction,

meaningfulness of work, and job stress respectively. Job satisfactions, meaningfulness of work and job stress are

therefore major determinants of absenteeism. As such, to reduce the rate of teacher absenteeism in government

primary schools in Nigeria, measures must be put in place to ensure increased job satisfaction, high status and

low stress for teachers. Because people are needed to accomplish work in organizations, some degree of

absenteeism is inevitable. Even the most productive and reliable of employees may sometimes take time off

work or miss work entirely. Normally, acceptable reasons for absenteeism include ill-health, pregnancy and

family problems. Since it is impossible to totally eliminate absenteeism in the workplace; then the only viable

option is to manage it effectively in such a way as to keep it low and make it less disruptive to organizational

life.

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Table 1. Summary of teaching staff disposition and enrolment of pupils for 2008/2009 for the public primary

schools in Uyo

Number of schools Number of teachers Total Number of pupils Total

47 Male Female 1 067 Male Female 46 164154 914 22 127 24 037

Source: Uyo Local Government Education Authority- teaching staff disposition and enrolment of pupils for

2008/2009.

Table 2. Teaching staff disposition and enrolment of pupils for 2008/2009 in the selected ten public primary

schools in Uyo

S/N Name of School Number of Teachers Total Number of pupils

Male Female

1. Government School, Afaha Offot 3 28 31 1 369

2. Government School, Aka Offot 4 38 42 1 654

3. Presbyterian School, Enwe Street 7 45 53 2 2384. Saint Micheals Alc, Efiat Offot 4 36 40 1 415

5. Government School, Ifa Atai 5 13 18 1 017

6. Government School, Ikot Ntuen-Oku 4 44 48 1 515

7. Methodist School, Itiam Etoi 2 34 36 1 514

8. Offot Jubilees School, Aka Offot 4 28 32 1 717

9. Offot Central School, 5 17 22 1 514

10. Q/C Group School, Oku Uyo 1 34 35 1 523

Total 39 319 356 15 476

Source: Uyo Local Government Education Authority- teaching staff disposition and enrolment of pupils for

2008/2009.


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Table 7. Absenteeism and job satisfaction

Job satisfaction High Low Total

Low 32a 48b 80

High 10c 110d 120

Total 42 158 200Source:Survey data, 2010

Table 8. Absenteeism and meaningfulness of work

Meaningfulness of work High Low Total

Low 34a 46b 80

High 25c 95d 120

Total 59 141 200

Source:Survey data, 2010

Table 9. Absenteeism and stress

Stress High Low TotalLow 49a 31b 80

High 100c 20d 120

Total 149 51 200

Source:Survey data, 2010

Formula

Chi-square x2= n (ad bc)2

(a + b) (a +c) (c+d) (b+d)

Degree of freedom = (C-1) (R-1)

C = Column

R = RollsYules Q = ad-bc

ad+bc

A

bsenteeism

Absenteeism

Absenteeism

absence from work. a study of teacher absenteeism in selected public primary schools in uyo, nigeria

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